These are the data for 1037 K-3 students who contributed oral academic language samples. https://doi.org/10.1044/2023_AJSLP-22-00365
The data set consists of survey responses from Likert scale questionnaires of 3 variables: extraversion, present-fatalistic time perspective, and mental pain tolerance. The participants were 679 Filipino participants of the general public aged 20-59 yrs.
Undergraduate Students
This file contains data associated with "Children’s Baseline Working Memory Moderates the Effects of Working Memory Training,” a paper submitted for publication by Lynn Fuchs, Sonya Sterba, Marcia Barnes, and Douglas Fuchs of Vanderbilt University. The primary purpose of this analysis was to investigate whether children’s baseline working memory (B_WM) moderates effects of WM training for improving WM.
This contains the data related to the project "Listening to Speech and Non-speech Sounds Activates Phonological and Semantic Knowledge Differently" and its related manuscript which is available at 10.1177/1747021820923944
This dataset contains the relevant data related to the project "Data-based decision-making in schools: Examining the process and effects of teacher support", that were used in the associated manuscript available at https://doi.org/10.1037/edu0000530. Data and associated codebook/materials are all available at the external dataset link.
A total of 898 junior high school students in grades 7 to 9 from Ganzhou City, Jiangxi Province, China, were selected for this study with the necessary approvals from both schools and parents. The study was conducted as a group survey with the supervision of a psychology professional, and was administered during class time.
These data are children ages 2 through 5, includes preschool, child, and family demographic characters, social and emotional skills, cognitive skills, early math, early reading, and other indicators of kindergarten readiness (e.g., approaches to learning). Data were collected via director child assessments and teacher report. Direct child assessments were collected once in the fall whereas teacher reports were collected once in the fall and once in the spring.
This dataset incudes data from 248 second graders (7- to 8-year-olds) with typical development from three states. One hundred sixty-seven were monolingual English-speaking and 81 were dual Spanish- and English-speaking. Participants completed a comprehensive battery of working memory assessments and six word learning tasks that assessed the creation, storage, retrieval, and production of phonological and semantic representations of novel nouns and verbs and the ability to link those representations.
This OSF Project contains the summary statistics and correlations for the variables included in the study. The raw data is not shared. The link includes information from bilingual Xhosa-English and Zulu-English children from South Africa assessed in first grade, and twice in third grade. COVID-19 related school closures affected children in second grade and third grade. The variables include: phonological awareness, rapid automatized naming, phonological working memory, letter reading, word reading, text reading, reading comprehension and spelling.
